Dimensões (auto)biográficas e autorregulatórias na formação de professores de matemática: uma experiência com a Sala de Aula Invertida

Abstract

This research sought to investigate whether, how and with what meaning the Research-Training Seminar allows participating subjects to signify and give meaning to their training experiences, especially with regard to the potential of the Flipped Classroom as a possibility of promoting self-regulation of learning. The proposed epistemological and theoretical/methodological perspective is based on the (auto)biographical method and, more specifically, on the Johnsonian training research seminars. The thesis operates with (auto)biographical narratives and training memorials of seven future mathematics teachers and the researcher himself. The investigation sheds light on a particular experience with the Flipped Classroom approach, carried out three years before the seminar. The oral and written narratives were analyzed in light of Marinas' Scenic Comprehension method. The analysis of the recalled scenes indicated that flipped learning represented a critical and formative experience, favored the adoption of learning strategies and contributed to the development of positive academic self-efficacy beliefs related to learning mathematics. The empirical part of the investigation, carried out from September to October 2022, reveals that the experience had an impact not only throughout the semester in which it was implemented, but also in the period immediately after, characterized by remote classes resulting from the COVID-19 pandemic. The study revealed courses of action, awareness and significant resilience in the search for teaching, reflecting unique training paths from which challenges and possibilities emerge. The power of sharing, giving the word and attentive listening reveals the important contribution that research-training can offer to the training of future mathematics teachers, as well as the continued training of the researcher. In this conception, it is understood that (auto)biographical narrative allowed subjects to remember and reflect on their academic and life experiences, configuring a privileged and unique training space. By intertwining past, present and future, the self-narrative allowed us to uncover fundamental aspects of the teaching training of the subjects participating in this study as people in self-regulation, implying new ways of understanding the teaching and learning process and, in particular, about the mediation provided by technology in the educational context.